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PGCE (Primary & Early Years) & School Direct

Placement 1a2017

Notes of Guidance for Student Teachers,

School Based Tutors, University Visiting Tutors and Mentors

ITE Placements and Partnership Office

Plymouth UniversityPlymouth Institute of EducationRoom 109 Roland Levinsky BuildingDrake CircusPlymouthPL4 8AA

Tel: 01752 585324

E-Mail: [email protected]

mailto:[email protected]

PGCE (Primary & Early Years)Placement 1a

Autumn term 2017

Date DetailAssociate

Partnership SchoolsTeaching

Partnership Schools

Prior to placement start date

Placement preparation meetings for student teachers on campus n/a n/a

Prior to placement start date

Personal preparation meeting with Professional Tutor on campus

University visiting Tutors and Mentors may contact the school and arrange the Partnership briefing meeting one or two weeks prior to the school experience commencing.

n/a n/a

w/c 16th October 2017(Week 1)

School Experience begins

Focussed Observations (1)

SM & SBT meet with University Visiting Tutor (UVT) for a one hour briefing meeting in school.

UVT meets student teachers and conducts well-being and preparation check.

SBT - Focused observation

SBT meets with UM for a one hour briefing meeting in school.

UM meets student teachers and conducts well-being and preparation check.

SBT - Focused observation

w/c 23rd October HALF TERM FOR SCHOOLS

w/c 30th October 2017(Week 2)

Observation and completion of Monitoring & Evaluation Form (M&EF) [1]

Focused Observations (2)

Early Alert issued no later than Friday 3rd November

UVT with SM

SBT - Focussed Observation

UM with SBT

SBT - Focussed Observation

w/c 6th November 2017 (Week 3)

Focussed observation (3) SM - Focussed Observation

SBT – Focussed observation

Page 1 of 22PGCE Placement 1 a) Notes of Guidance

w/c 13th November 2017 (week 4)


Focussed observation (4)

Cause for Concern issued no later than Friday 17th November 2017

UVT

SM - Focussed observation

UM

SBT - Focussed observation

w/c 20th November 2017(Week 5)


Focussed observation (5)

Insufficient Progress should be issued no later than Friday 24th November 2017

SM


UM


w/c 27th November 2017(Week 6)

Focussed observation

End of school experience. Reports should be completed electronically by this date and emailed together with a Word document of the final profile towards the Teachers’ Standards to the Partnership Office byFriday 1st December 2017

SM

Completed by SM with input from the student teacher

SBT

Completed by UM with input from the student teacher


1. IntroductionPlacement 1a is a paired placement and takes place in the same school or setting as Placement 1b, in the spring term. As part one of a two-part placement, this facilitates an extended period of working with experienced colleagues and pupils, and allows the student teacher further opportunity to make progress against the Teachers’ Standards. It also allows each student teacher the chance to establish and develop professional relationships in one classroom(s) or setting, and over an extended period of time, and have greater impact on pupil progress.

Student teachers are expected to be fully involved, and to work together and with the School Based Tutor, in a supportive, collaborative and balanced way. Student teachers should take it in turns to lead and assist each other’s teaching practice, and to focus observations in order to inform learning conversations. These learning conversations will develop the student teachers’ ability to reflect on teaching and evaluate the learning experiences which they are offering to the pupils. The Evaluating Your Teaching checklist will act as an aide memoire for your learning conversations.

Student teachers placed in KS1 classes may well be required to work with Reception age children. Where this is the case it is essential that student teachers read the Notes of Guidance - Early Years (Section 10 of the Primary Partnership Portfolio) and take steps to ensure they are sufficiently prepared for working within the EYFS prior to starting the placement.

The student teachers will come to the placement with their files prepared (see proforma section of the Primary Partnership Portfolio) ready to begin using them so that by the end of the first week there is clear evidence that, with their partner, they have begun to:-

undertake observation of the School Based Tutor maintaining routines, classroom organisation, rules, responses and expectations throughout the academic year;

plan lessons and work with children for 75% of time. This will be working with groups for the initial stages of this school experience, quickly progressing to working with the whole class for more frequent, but not necessarily extended periods of time;

develop a range of strategies and skills, through practice, observation and reflection, in order to be confident in managing a large group or class;

teach in core subject areas, other subject areas at KS1 or KS2 and across all seven areas of learning in the EYFS;

review children’s work in lessons taught and determine next steps in planning and teaching through learning conversations;

ensure that plans for episodes of teaching have been discussed and agreed well in advance;

ensure that, whether in the lead or support role, each student teacher communicates clearly through learning conversations, the role that each will play and that there is a shared responsibility to prepare resources;

teach phonics/spelling/grammar as appropriate to groups and whole class, and receive focussed observations and recorded feedback;

teach mathematics as appropriate to groups and whole class, and receive focussed observations and recorded feedback.


As individuals, student teachers must use their online profile to determine progress made, next steps and evidence of this against the Teachers’ Standards. Student teachers will use professional profiling documentation in order to track and evidence their progress. This will be used to form the basis of learning conversations in profiling conferences that will be held regularly throughout the year with School and University Mentors.

Student teachers should expect as broad an experience as possible across EYFS or KS1 and KS2. In particular student teachers should be working within the core subjects of the National Curriculum at Key Stages 1 and 2 and the prime areas of learning in the EYFS. This provides an opportunity for student teachers to explore their subject strengths and they need to become fully involved in teaching and learning in order to be able to do so. Student teachers need to negotiate and agree strategies with the School Based Tutor and reflect as individuals, in their pairs and with the School Based Tutor on outcomes. Learning conversations are critical to student teachers in order to make progress against the Teachers’ Standards and these should be a part of their daily and weekly reflection and training. Student teachers should use Daily Reflection sheets during ASE to help them focus on specific targets for progress as well as the Reflective Weekly Overview and Progress Record. The curriculum grids in the student teachers Professional Development Profiles should be used to track individual experiences across all curriculum areas, not only for teaching, but also for observing good practice.

Student teachers should take frequent, but not necessarily extended responsibility for the whole class from the start of the school experience where appropriate. Student teachers should balance this by working with small groups in the initial stages of this school experience, and until they are confident. Learning conversations with the School Based Tutor, as well as weekly reflections, will determine how much responsibility and how often.

Data Protection

The confidentiality of our student teachers is respected and measures are taken in order to prevent any unauthorised disclosure during the course of their studies at the Institute of Education, Plymouth University. All personal information will be treated strictly in terms of the Data Protection Act 1998.

Our school Partners must be aware of this requirement and refer to the ITE Placements and Partnerships team should they be contacted by a relative, friend or external body. The standard response, should any such enquiry be made, would be that the school is unable to make any comment about the student teacher and to provide the contact details of the ITE Placements and Partnerships team.

Student teachers are told that:

‘We will not normally release data about you to your parents, partner or other relative or an external enquirer under any circumstances without having received your specific written consent.’

Further details are available on the Plymouth University website. The specific written consent referred to here, must be sent in the first instance to a member of the academic team and copied to the Programme Leader in order that the student teacher’s permission is clearly communicated.


2. Information relevant to all placements

All student teachers will have attended a briefing meeting prior to placement commencing. All School Mentors and/or School Based Tutors will be briefed about the placement in their own school during the first week to ensure clarity of expectations from all Partners.

All student teachers are required to contact both the placement school and their University Visiting Tutor or University Mentor prior to placement commencing.

BEd Year 2, BEd Year 3 and PGCE Placement 2, student teachers must also send an electronic copy of their previous school experience report to their University Visiting Tutor or University Mentor.

All student teachers are required to read “Keeping Children Safe in Education” DfE, September 2016 and acknowledge that they have done so in the placement checklist for the start of placement in each set of Notes of Guidance.

a) Leave of Absence During School Experience Placement

The health and well-being of student teachers is paramount, and they should take care to remain well and appropriately rested during school experience placements. Inevitably, a small percentage of student teachers will succumb to minor ailments when on placement which may require 24/48 hours rest and absence from school. Other leave requires greater consideration, and is not necessarily granted.

Illness during school experience

Student teachers who become ill during school experience must personally inform the school by telephone before the start of the school day, on the day that they become ill. They also need to inform the university by contacting the ITE Placements and Partnership Team, Tel: 01752 585324 or [email protected]. They should also inform their University Mentor/Visiting Tutor if they are due to visit on that day. If the illness persists a doctor’s note may be required.

Absence as a result of accidental injury or hospitalisation

Student teachers who cannot attend the school experience placement due to unexpected accidental injury or hospitalisation must personally inform the school on the day of their absence before the start of the day, and they should also inform both the Partnership Office and their University Mentor/Visiting Tutor as above. A letter from the doctor or hospital may be required.

Requesting leave of absence during school experience placements

Any request for leave of absence during a school experience placement must be gained from the Headteacher in the first instance, who will judge whether or not it is appropriate in line with school policy that is applied to all other members of the school staff. If the request is granted, the student teacher will then seek further verification from the Programme Leader by completing a Leave of Absence Form. This will be considered and may or may not be granted.

It is appropriate to seek Leave of Absence for:

planned hospital visits/appointments; school visits and interviews for first teaching posts;


mailto:[email protected]

the funeral of a close family member.

It is not appropriate to seek Leave of Absence for:

an interview unrelated to securing a first teaching post i.e. a holiday job; an interview relating to a post within the university i.e. hall of residence manager; the funeral of a person who is not a close relative (each school will have specific

guidance on this); attending a wedding; traveling to a wedding abroad or at a distance; childcare issues.

As part of the Primary Partnership Agreement schools have the right to ask a student to leave for a range of reasons which includes matters of safeguarding, if they have concerns that the progress of the pupils in the school is being hampered by poor attendance, or disruption caused by unnecessary or unauthorised absence. The appropriate documentation and procedures can be found on page 37 of the Proformas document (14b) which can be found in the Primary Partnership Portfolio.

b) Practical Teaching Files

A detailed set of guidelines for all school experience placements can be found in the Primary Partnership Portfolio and student teachers will have prepared their files in advance and had them checked by their Professional Tutors.

The maintenance and upkeep of these files, which are clearly tabulated to indicate where evidence of their progress can be found, is their professional responsibility. However, it is incumbent on the School Based Tutor, School Mentor, University Visiting Tutor and University Mentor to support them in this.

c) English

There is an expectation that all student teachers will observe, teach and be given feedback on the teaching of all aspects of English as appropriate to the age phase or key stage in which they are working. They need to continuously develop there awareness of the impact of teaching phonics, spelling and grammar, as well as their practice. They should also find out the approaches that are used in the other age phases/key stages in the school and have evidence of 2 focussed observations that they have made of this.

They should regularly comment on these approaches in their Reflective Weekly Overview, recording how they have influenced their teaching in all areas of the curriculum and impacted on pupil progress.

In addition student teachers on Placement 1a must complete the required English task that they have been set as part of their modular campus based work.


English Learning Opportunity 1: Phonics and Early Reading

Standards addressed: 3d, 4a, 4b, 4d, 6b, 8d

This learning opportunity should be conducted on each experience to provide evidence and support progress towards the Teaching Standards.

You should negotiate access to a setting where phonics is being taught (your own setting/ classroom or another setting if necessary).

1. Observe phonics teaching and record your observations.

Note: If you are in a Nursery setting, this will be less formal and may include Letters and Sounds Phase One style activities that develop phonological awareness, e.g. singing nursery rhymes

2. If possible, discuss the phonics input/ teaching and planning with the teacher/ practitioner responsible and make notes about this discussion. Reflect upon the session/activities, thinking about the structure of the session, the teaching methods, the children’s engagement, the children’s learning, the opportunities for assessment, the use of resources, progression within the session, progression within the phase/ unit. Record key insights in your weekly review.

Note: If you are in a Nursery setting, the practice may be less structured than in a school-based setting but you can still reflect upon the methods, engagement, etc.

3. With the support of the teacher/ practitioner (where necessary), plan to teach an observed session of phonics to a group (small or large) of children. This should be appropriate for the setting that you have access to, and so could include intervention phonics for much older children or a listening game with nursery-age children.

4. Teach the session. Seek feedback from your teacher and at least once from your associate/ link tutor using the feedback proforma for phonics. Agree grades.

Agree and set targets for development. Record these on the relevant documentation.

The following resources may support your development in teaching phonics and early reading:

Plymouth University supporting guidance for observing phonics and early reading Handbook of teaching early reading: more than phonics - Sally Elborn, United

Kingdom Literacy Association 2015. This book is available in the library or to purchase from the UKLA website.

Letters and Sounds (DfE, 2008)


Phonics

Supporting guidance for tutors OR students when observing a phonics, early reading or spelling session. This guidance is designed to help tutors to complete

a Lesson Observation Form.

All guidance is intended to support observation of teaching in the FS, KS1 and KS2.

Teachers’ Standard

Questions and guidance

3

Demonstrate good subject and curriculum knowledge

Do the children articulate phonemes correctly? Are the children blending/segmenting? How does the adult model through his/her articulation of phonemes, blending

of phonemes when reading and segmenting of graphemes when writing secure and confident use of phonics subject knowledge?

How has the adult shown good curriculum knowledge when planning and teaching using the school’s phonics and/or spelling programme?

4

Plan and teach well-structured lessons

What planning structure has been used for the phonics/early reading/spelling session and how is the subject knowledge explored?

When teaching, does the adult recap on previously learned grapheme-phoneme correspondences or blending and segmenting?

How is the new sound(s) introduced? How are ‘tricky’ words introduced? Are children taught the phoneme and the name of the letter? How is the learning contextualised, i.e. linked to a children’s text/theme/unit of

work/pupil experiences/outdoor environment? Are children given opportunities to hear sounds and practice saying the

phonemes? Are children given opportunities to blend phonemes to read and segment

words to spell and write? How do the children apply their phonic knowledge to reading and/or writing or

through their child-initiated play activities?

5

Adapt teaching to respond to the strengths and needs of all pupils

Are all children actively involved in speaking and listening? Can all children see/hear the teaching input? How is the learning differentiated for individuals and groups of learners? Are props and artefacts used effectively to support a range of learners and

learning styles? How are children supported by peers/additional adults /resources?


2

Promote good progress and outcomes by pupils

How is the new learning objective/intention made explicit? How are blending and segmenting skills modelled? Is there a good balance between adult initiated and teacher led learning? Is the session multi-sensory but tightly focussed on the learning goal? If the lesson is part of a sequence of phonics, early reading or spelling

lessons how has progression been built in?

6

Make accurate and productive use of assessment

How does the adult feedback on previous learning? What are the opportunities for Assessment for Learning? Note the adult’s use

of questioning /dialogue/success criteria/peer and self-assessment. Are additional adults contributing to the learning and/or assessment? How do adults make close observations of children’s learning? How has the adult addressed children’s miscues and misconceptions in

phonics and/or spelling?

1

Set high expectations which inspire, motivate and challenge pupils

Is the session fully interactive? Are all the children actively engaged and participating? Is there evidence of new learning that challenges, not just consolidation? Does the adult make creative use of phonics, early reading and/or spelling

resources to inspire learning and motivate pupils?

7

Manage behaviour effectively to ensure a good and safe learning environment

Is the session short, focussed and with good pace? How have all the additional adults been employed in the phonics session to

ensure that all children are learning and behaving appropriately? Have all children been encouraged to participate? Has the adult considered how children will make the transition to their phonics

or spelling groups safely?


English Learning Opportunity 2: Grammar

Standards addressed: 3a, 3b, 4a, 4b, 4d, 6b, 8d

Introduction

Since the introduction of the new National Curriculum (2014), grammar teaching, the assessment of children’s grammatical knowledge, and teachers’ grammatical subject knowledge has been made a priority in many schools and settings. This Learning Opportunity aims to support your developing subject knowledge and confidence to teach grammar. The best grammar teaching is always contextualised within purposeful and authentic speaking and listening, reading and writing activities.

For examples of contextualised grammar teaching in the primary school, please see: Reedy, D. and Bearne, E. (2013) Teaching Grammar Effectively in the Primary School, London: UKLA. This is available from the library or to purchase from the UKLA website.

This learning opportunity should be conducted during Placement 1a or 1b You may need to attempt to negotiate access to a setting where grammar is being taught. Note: If you are in a Nursery/ Reception setting within a school, you should negotiate access (if possible) to a Year 1 class or older.

1. Negotiate to observe some grammar teaching. Record your observations. Consider how the grammar work is made meaningful to the children, and how it is contextualized within authentic speaking and listening, reading and/or writing activities.

2. Discuss the objectives for the session and the teaching strategies used, with the teacher/ practitioner responsible. Annotate your observation notes to provide evidence of this discussion for your file.

3. Reflect upon the session/activities, thinking about: the subject knowledge involved and links to the new NC; the objectives of the session; the teaching methods; the children’s engagement; the children’s learning; the opportunities for assessment; the use of resources; progression within the session. Record key insights in your weekly review.

Note: Grammar will be taught in a variety of ways, from the very formal to the very informal. Please just record and reflect upon what you see, as your experience will build and vary during your training. It may vary significantly from one setting to the next. This is fine.

3. With the support of the teacher, plan to teach an element of grammar to a group (small or large) of children. Your teaching approach should be appropriate for the setting that you have access to. It will vary according to the age of the children and the priorities of the setting.

Note: During your three experiences you should aim to build confidence in your grammatical subject knowledge and teaching. Your weekly reviews will provide evidence of your progression.


4. Teach the session. Seek feedback from your teacher and/ or your associate/ link tutor. Discuss targets and record these using the weekly review system.

5. Record targets and achievements for grammar teaching on relevant documentation.

6. Explore assessment in grammar. If the opportunity arises find out about the national tests in Grammar, Punctuation and Spelling. Find out about the formative assessment of children’s grammatical understanding and collect some examples as evidence.

The following resources may support your development in grammar teaching:

National curriculum for English (2014) Statutory requirements and Appendix 1 and 2

Reedy, D. and Bearne, E. (2013) Teaching Grammar Effectively in the Primary School London UKLA (recommended for practical teaching ideas)

Waugh D. Warner, C. and Waugh, R. (2013) Teaching Grammar, Punctuation and Spelling in Primary Schools, London: Sage

Cameron D. (2007) The Teacher’s Guide to Grammar, Oxford: OUP

Crystal, D. (2004) Rediscover Grammar, London: Routledge

d) Mathematics

There is an expectation that all student teachers will observe, teach and be given feedback on the teaching of mathematics as appropriate to the age phase or key stage in which they are working. All student teachers should be mindful of, and reflect on, misconceptions in mathematics.

They should also find out the approaches that are used in the other age phases/key stages in the school and have evidence of 2 focussed observations that they have made of this.


They should regularly comment on these approaches in their Reflective Weekly Overview, recording how they have influenced their teaching in all areas of the curriculum and impacted on pupil progress.

In addition:

a. Student teachers on BEd Year 1 school experience or PGCE Placement 1 a) should focus on the teaching of geometry whilst

b. Student teachers on BEd Year 2 school experience or PGCE Placement 1 b) should focus on number.

e) Specialist Subjects

As potential specialist subject leaders or leaders in the field of Early Childhood Studies (see additional guidance in the Primary Partnership Portfolio), student teachers should discuss the role as fully as possible with appropriate colleagues in school. Student teachers will need to address at least the following:-

all aspects of planning;

the contribution their specialism makes to the whole curriculum;

how resources are used to support teaching and learning;

the management of resources and equipment throughout the school;

how developments in the specialism relate to the whole school/setting development

plan.

f) Foundation Subjects (the Boarder Curriculum)

Although student teachers’ experience in foundation subjects has been more limited than in the core, the university programme has included at least a taster course in each subject and a further opportunity to explore one subject in a little more detail. All student teachers have been involved in preparation that has begun to consider cross curricular planning; this has a strong foundation subject focus. Through negotiation student teachers should try to include as many foundation subjects (including RE) as possible in their teaching during this final placement, particularly where previous experience is limited. All student teachers should teach PE during Final School Experience and have one graded observation.

The Teachers’ Standards require student teachers to show that they can teach a range of work across the non-core subjects with advice from an experienced colleague, where this is appropriate. Whilst student teachers will lead the teaching of these subjects in their classrooms their work will often be supported by other colleagues, for example at the planning stage and when identifying objectives, differentiating tasks, selecting resources or assessing pupils’ progress. Student teachers have a framework for recording details of their teaching experience in foundation subjects. Student teachers in the Early Years Foundation Stage will lead the teaching in all the main areas of learning and development.


The School Based Training element of School Experience facilitates the student teachers’ opportunity to ensure that this breath of knowledge and understanding can be achieved.

g) The 3 Rs of the Behaviour Curriculum – Routines, Responses and Relationships

Student teachers are expected to develop their knowledge and understanding of the impact of well-designed and consistently implemented behaviour policies and strategies. They will have input through campus based training and throughout each school experience placement they will build their knowledge of effective behaviour management on a range of strategies that they observe, see modelled and practice. They will receive feedback on their own engagement with each schools behaviour policy and strategies to support their Reflective Weekly Overviews and make clear links between effective behaviour strategies and their impact on children’s learning.

h) The Professional Profile

All of these elements can be exemplified in the levels and stages within the Teachers’ Standards as set out in the professional profile and the professional profile gives a clear indication of the progress being made by the student teacher whilst on placement.

In preparation for each school experience placement the student teacher will meet with their Professional Tutor to discuss their personal targets for progress and record them on the Primary Partnership Professional Profiling Grid. These will be based on previous experience in school. These personal targets must also be shared with the mentor at their first meeting.

A learning conversation about the professional profile and progress of each student teacher is integral to the completion of the Monitoring and Evaluation Form. Targets will be recorded here and evidence that the previous targets have been met, thus creating a narrative trail.

Progress towards the Teachers’ Standards will be agreed and recorded on the Primary Partnership Professional Profiling Grid and kept in the front of Practical Teaching file. Student teachers will indicate with an orange dot when they have gathered evidence (normally two pieces) towards achieving each element of the Standards targeted. This will be accompanied by the Evidence towards the Standards Progress Sheet which will provide a clear and concise record of evidence presented.

When mentors are satisfied that the evidence clearly indicates the achievements as tabulated and recorded on the Evidence towards the Standards Progress Sheet in the student teacher’s files they will initial the element and it can be “greened”.

The completed Primary Partnership Professional Profiling Grid should be captured as an electronic attachment and sent with the report at the end of the placement. The student teacher should carefully retain the original in their PDP as a basis for discussion with the Professional Tutor prior to their next placement or NQT year.


i) Daily Reflections

For BEd Year 1 and PGCE student on Placement 1a, student teachers should reflect on a daily basis for the first week of placement what they have done towards meeting target Standards; and on the impact of their own and the pupils’ progress. This will provide a supportive framework and establish the foundations for reflective practice.

The Self Review: Assessment for Learning document is a valuable aide memoire for student teachers at all stages of their professional development in order to support their own, continuous learning.

Student teachers should use it as a guide in order to assist in critical reflection on episodes of teaching and learning and in particular to ensure that feedback to pupils is robust (see page 17).

Those student teachers who are issued with Insufficient Progress will also be required to complete daily reflections in order to support them through this intervention.

Daily Reflections should be kept in the Practical Teaching File under each weekly tabulated section.

j) Lesson Planning and Evaluation

The Lesson Planning and Evaluation Form should be used in all school experience placements when the student teacher is required to plan and prepare an episode of teaching and learning. They are working documents and should be completed including annotations to clearly indicate this.

In some longer placements the mentor supporting the student teacher will make a decision about whether the student teachers planning, the evaluation of their teaching and the understanding of the impact of this on pupil progress is sufficiently developed to allow them to use the school’s preferred mode of planning. The calendar at the start of each set of Notes of Guidance for longer placements, indicate when this is likely to be.

Lesson Planning and Evaluation Forms should be kept in the Practical Teaching File under each weekly tabulated section.

k) Focussed Observations

The purpose of these are twofold.

1. They should be used by the student teacher to gather evidence of and provide opportunities for personal professional development and progress during the 25% School Based Training Programme. In this instance the focus needs to be discussed and agreed with the mentor, and negotiated with the recipient of the observation. Professional boundaries need to be observed with the student:

a) agreeing the focus of the observation with the person being observed andb) following it with a learning conversation with the person, with agreed

outcomes.Page 14 of 22

PGCE Placement 1 a) Notes of Guidance

2. The student teacher should negotiate with the School Based Tutor to complete at least one focussed observation form, on a weekly basis, for specific elements of their teaching in order to support their individual progress. Completed focussed observations should be kept in the identified tabulated section of the Practical Teaching File.

l) Progress during School Experience

Discussions about a student teacher’s progress and targets for improvement during each placement are based on:

the Monitoring and Evaluation Report Form which includes an observation, learning conversation, the school’s viewpoint and the engagement of the student teacher in a professional capacity within the school;

focussed observations; Reflective Weekly Overview and Progress Record; Lesson Planning and Evaluation, and all teaching, learning and pupil progress

through the presentation, organisation and content of required files;

3. Level of ExpectationDuring this school experience, student teachers should work with pupils for 75% of the school day in individual, group or class situations as appropriate. Student teachers are expected, for much of the time, to work closely with their student teacher partner to:-

Establish positive relationships with pupils; Work within the teaching team as a teacher, TA and a critical friend for the student

teacher partner; Work alongside a TA who is supporting pupils’ learning in English or mathematics; Assist the School Based Tutor in offering a range of learning experiences across the

curriculum; Develop personal confidence in class management; Develop subject knowledge, particularly in core subjects, and including the planning

and implementation of appropriate and challenging episodes of teaching and learning using lesson planning proforma;

Where possible gain first-hand experience of the use of ICT in the classroom Begin to develop an understanding of assessment, including record keeping and

tracking pupil progress; Negotiate focussed observations of own practice by teaching partner and/or School

Based Tutor.

4. The School Based Training Programme This is a professional learning component to school experience called school based training. It takes place in the 25% of time remaining. Each student teacher should negotiate this school based training with the School Based Tutor in order to develop a heightened awareness of the following list which is not exhaustive but should include: -

Opportunities to develop aspects of classroom management and organisation in the student teachers own classroom, and where possible and appropriate in other classrooms or areas of the school (such as learning outside of the classroom, in practical activities, during PE);


Focussed observations of the work and role of TAs in their own classroom and beyond;

Identify how SMSC is linked across the curriculum and how fundamental British Values are exemplified;

Focussed observations of good practice in core subjects in different year groups or age phases;

Undertaking the Learning Opportunities required in this School Experience (detailed in module handbooks).

Please note this time should not be allocated for planning, marking or private study.

5. Beyond the school dayStudent teachers are expected to: -

maintain their online profile; continue to analyse and reflect on significant issues or events; continue to plan and resource lessons using research to inform practice; participate in the general life of the school; develop an increasing awareness of the network of relationships existing in the

setting; develop increasing confidence about working within this network, for example

attending meetings or contributing to subject specific planning; upload grades from the Monitoring and Evaluation Record as indicated on the

calendar.

6. Learning to manage the whole classStudent teachers should take frequent, but not necessarily extended, responsibility for the whole class from the start of the school experience where appropriate. The focus here is on developing a range of strategies and skills, through regular practice, in order to begin to feel confident in managing a large group. Such skills are best learnt by working alongside the teacher or TA in the first instance, so that the student is seen as part of the teaching team.

Initial opportunities might include:

greeting children at the start of the day and settling them down;

taking the register;

seeing children in from/out to playtimes and other out-of-class activities (though children should, of course, always remain under the overall supervision of qualified staff in these instances);

practising stopping the class, before either handing over to the teacher or continuing to give instructions;

focusing on managing specific transitions between tasks (eg moving from one activity to another, including ‘tidying up’) before allowing the teacher to take over again.

More extended/challenging opportunities might include:

reading books, or engaging in other discursive activities, with the whole class;

managing mental/oral mathematics sessions;

managing introductions and/or plenaries to lessons, especially English and mathematics;


managing other whole class discussions (e.g. circle time);

managing small parts of practical sessions – the warm-up in PE; moving from carpet to groups for a practical science session etc.;

taking part in bigger group tasks – reading a story to a Key Stage assembly; stopping and bringing in children from playtime (always alongside a qualified teacher).

7. Planning, evaluating and reviewing teaching and learning

The Primary Partnership Portfolio provides advice about planning lessons/activities and reviewing teaching and learning. Student teachers have been organised to work in pairs, so that they can take it in turns to lead, assist and to observe each other's practice. In these ways they will have opportunities to develop their ability to reflect on and evaluate the learning experiences which they are offering the children and their own progress. From this they should be able to draw aspects for deeper exploration in their reviews. Before the school experience begins early in the spring term, they will have reviewed the autumn term experience with their mentor and set targets for PGCE Placement 1b as part of the professional profiling process. They will have also discussed with the School Based Tutor the curriculum content for the spring term and what they are expected to prepare for their return to the school. This will allow the student teacher the opportunity to research, plan and prepare in the interim period and be able to demonstrate both commitment and engagement.

8. Assessment of Placement 1 aWe recognise that postgraduate student teachers have individual prior experience. In order to reflect this experience, they begin their professional Profile at Stage 4. They will have discussed all elements of stage 5 with their Professional Tutor prior to the start of the placement. The report for PGCE Placement 1 a will indicate their progress and achievement against the expected placement target.

School Based Tutors will be asked to contribute to the student teachers report and are asked to evaluate the student teachers individually with the following criteria in mind:

1. The quality of the student teacher’s relationships with pupils;2. The student teacher’s planning and its effectiveness;3. The ability of the student teacher to work with partner, and as part of a team;4. The contribution of the student teacher to the school;5. The quality of relationships with other adults;6. The quality of the student teacher’s files.

The contributions of School Based Tutors will support School Mentors and University Tutors in preparing a focussed and meaningful report. The student teacher’s Professional Profile will give a clear indication of the stages reached and elements achieved. These will be


agreed at the time of writing the report. The whole report will provide next steps both for campus and school based learning.

In this school experience placement student teachers are:

Expected to achieve within Stage 3 for all Standards but may exceed this by achieving within stage 2.

Note: if the student teacher is achieving any element of any Standard within a Stage they can be deemed as working within that Stage.

9. Identification of Areas of Concern The Primary Partnership Portfolio (section 7) details the procedure to be adopted.

Weekly written feedback must clearly identify any areas of concern.

Early Alert proforma used in order to put interventions in place by Friday 3rd November 2017.

The Partnership Office must be notified by the end of week 3 (Friday 17th November 2017) if there are serious concerns about a student teacher’s ability to complete the school experience satisfactorily.

If concerns persist the ‘Insufficient Progress’ formal notification will normally be given to the student teacher no later than the end of week 4 (Friday 24th November 2017). The appropriate pro-forma is provided in the relevant section of the Primary Partnership Portfolio. In exceptional circumstances, formal notification of insufficient progress may be given at a later date.

10. EvaluationAt the end of the school experience, all Partners are invited to contribute to our ongoing quality assurance process by completing an evaluation form.

Quality Assurance Record – PGCE Placement 1 aChecklist and Weekly Monitoring and Evaluation Record for School Based Tutors, School/University Mentor and University Visiting Tutor. (Copies of this QA record should be placed at the front of student teachers’ Practical Teaching Files).

Observation Feedback RecordStudent teachers should be observed and have a feedback and learning conversation on a weekly basis. This is a minimum requirement but further focussed observations may be required or negotiated.


Week

Tutor (School Based Tutors,

School Mentors, University

Visiting Tutors/Mentors

Monitoring & Evaluation

Report

Focussed Observation

Feedback Given

Initials Student Teacher’s

initials

Date

Week 1

w/c 16th

October 2017

Week 2

w/c 30th

October 2017

Week 3

w/c 6th

November 2017

Week 4

w/c 13th

November 2017

Week 5

w/c 20th

November 2017

Week 6

w/c 27th

November 2017


Self - Review: Assessment for Learning

Learning Objectives Beginning Developing Established Notes for my profiling/weekly reviewI always share the learning objectives with pupils and ensure that this is discussed separately from the explanation of the activityWhen I ask my pupils about their learning they can explain what they are learning and why and what they need to do next to further improveMy use of open ended questions and explanations are mainly focussed on the learning objectivesThe learning objectives in my lessons can be tracked back to my medium term plansI understand the progression of learning in the subjects I am teaching

Learning outcomes/success criteria Beginning Developing Established

Notes for my profiling/weekly review

I always share the expected learning outcomes/success criteria for each lesson with my pupilsI differentiate the expected learning outcomes/success criteria to ensure all pupils can make appropriate progress towards the learning intentionsWhen I ask them, pupils can explain what they need to do to demonstrate successThe learning outcomes and the success criteria form the basis of my feedback to pupils

Oral and written feedback Beginning Developing Established Notes for my profiling/weekly reviewMy oral and written feedback focuses on the shared learning objectivesI ensure that I plan in opportunities for regular and frequent oral feedbackMy written feedback gives helpful comments on how pupils can improve their work and make further progress towards their targetsI give pupils the opportunity to reflect on the written feedback


I have given and to respond it during the lesson

Peer and self assessment Beginning Developing Established


I ensure pupils have the opportunity to, and encourage them to reflect on what they have learnt and what they need to do to improveI train pupils to assess each others work and to provide fair and helpful feedbackMy planning includes regular opportunities for pupils to assess their own work and that of othersI enable pupils to take increasing responsibility for assessing their own progress in relation to their personal targets

Curricular target setting Beginning

Developing Established


I have a very good knowledge of the subjects of the curriculum and in terms of progression in key concepts and skills and how this relates to age related expectations/levelsI understand summative data and use this to inform formative assessments and pupils future targetsMy pupils are aware of their personal targets and what they need to do next to further improveMy pupils help to set and asses their progress towards their targets

My pupils are aware of the class targets as well as their personal targets

Environment and conditions for learning Beginning Developing

Established Notes for my profiling/weekly review

My classroom reflects a place that values learning and promotes trusting relationshipsMy teaching reflects a belief that all pupils can improve and measures individuals against their own previous attainmentI use a range of strategies to engage pupils in learning how to learn and how to assess their progressI use display as a tool in supporting ongoing learning as well


as celebrating achievement


School Experience checklist for all PartnersThese checklists are designed to be an aide memoire for all Partners supporting student teachers as well as for the student themselves to ensure rigorous coverage of all requirements. The completed documents form part of our Quality Assurance procedures.

Student teachers should use this week as an opportunity to get to know as much about the school, daily routines, class routines, duty rotas, key policies, parent Partnerships, clubs and activities as they can.

In addition they should:-

discuss and sign the Safeguarding and Ethics Proforma;

involve themselves with small groups working on tasks planned by the School Based Tutor;

find out about the pupils and their recent, relevant learning, particularly

in core subjects in KS1/2 and the prime areas of learning anddevelopment in the EYFS;

work on their own planned activity with a group;

negotiate how they may work in a whole class activity;

work alongside and experienced TA for English or mathematics;

hold a learning conversation with their student teacher partner to reviewactivities undertaken and to discuss and plan subsequent activities in an equitable way;

find out more from the SBT about the planning, assessment, recording and reporting procedures;

negotiate opportunities to undertake the Learning Opportunities in English andmathematics;

negotiate the personalised School Based Training programme;

begin to use the Daily Reflection Sheet to consider targets for progress;

prepare a weekly review, including targets for the following week which is sharedwith and signed by the School/University Mentor.

SignedStudent................................................................

School Based Tutor...........................................

Date......................................................................


Teaching commitments and expectations during the rest of the period of school experience

Has the student teacher:

Preparation of materials and resources for teaching;

Continuing to work alongside experienced TA’s;

Planning, implementation and assessment of the effectiveness of paired teaching;

Assessment of own teaching;

Maintaining lesson/activity annotation and evaluation on generic lesson plans;

Broadening their awareness of effective, differentiated planning;

Increasing their understanding of assessment;

Understanding the organisation and management of the whole school learning environment;

Undertaking and completing the Learning Opportunities;

Participating in learning conversations with student teacher partner, School Based Tutor, School/University Mentor and University Visiting Tutor to promote an overall understanding of the school experience;

Overall self-appraisal and preparation of evidence for profiling;

Completion of Reflective Weekly Overview and Progress Record whichare shared on a weekly basis with the School/University Mentor.

Student teachers should focus on the range of strategies and skills outlined below which, through regular practice, will develop confidence in managing increasingly bigger groups/classes of pupils in a range of situations:

Greeting pupils at the start of each day and promoting the established classroom routines;

Taking the register;

Supporting the pupils as they move around the classroom or the school in keeping with the established classroom or whole school procedures;

Supporting the pupils to leave and enter the classroom/building in an orderly manner at the start and end of day, break and lunchtimes.


Practising stopping the class, before giving instructions, changing activity or handing over to a colleague;

Ensuring that the management of specific transition points during the day is effective and carried out with the minimum of disruption to learning;

Reading books or engaging in other discursive activities with the whole class;

Managing mental oral mathematics sessions;

Managing other whole class discussions (e.g. in PSHE, circle time, hot seating);

Managing small parts of practical sessions (e.g. the warm up in PE – always alongside a qualified teacher, moving from carpet based to table based activities);

Taking part in bigger group tasks – reading a story in a Key Stage assembly, supervising playtime (alongside a qualified teacher);

Considering how the school implements spiritual, moral, social and cultural education, including fundamental British Values.

SignedStudent................................................................

School Based Tutor...........................................

Date......................................................................

PGCE PLACEMENT 1 a RECORD OF SCHOOL BASED TRAININGAll Professional Learning Activities


An outline of the student teacher’s school based training opportunities can be recorded at a very early point in the school experience and additions made throughout. These opportunities should be clearly referenced to the Teachers’ Standards and used comprehensively as evidence

Week 1

w/c 17 October

Week 2

w/c 31 October

Week 3

w/c 7 November

Week 4

w/c 14 November

Week 5

w/c 21 November


Web viewReports should be completed electronically by this date and emailed together with a Word ... teaching of all aspects of English ... teaching in the primary

Documents